Unit3 Food and Culture Using Language教学设计-人教版（2019）选择性必修第二册
文档属性
| 名称 | Unit3 Food and Culture Using Language教学设计-人教版（2019）选择性必修第二册 |
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| 格式 | docx | ||
| 文件大小 | 22.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-09 22:44:45 | ||
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文档简介
Topic: Unit3 Food and Culture (Using Language: Write about a healthy diet)
Class Period: 1 period (45 minutes)
Target Students: Senior High School Grade 2
I. Learning aims
Language competence: Learn to analyze the structure and language features of the model essay “Healthy Eating”;
Learning ability: Be able to compose a well-structured email offering advice on a healthy diet;
Cultural awareness: To cultivate positive eating habits and
advocate for healthy lifestyles;
Thinking ability: Can evaluate eating habits and express your ideas logically based on acquired knowledge.
II. Learning important and difficult points
Important points: Master the writing structure and language expressions for health diet articles; use linking words, data, quotations, etc., to enhance persuasiveness.
Difficult points: Transform acquired knowledge into practical writing skills to produce a well-structured and well-argued letter of advice.
III. Teaching Preparation
Multimedia courseware (PPT)
Student writing task sheet
Peer evaluation checklist
IV. Teaching Procedures
Step 1: Lead-in (5 minutes)
Activities:
Question-based lead-in
①What did you have for breakfast today
②Look at the following picture, which foods do you usually prefer And which ones are healthier
③What rules for healthy eating do you know
Design Intent:
Activate students’ prior knowledge about diet, spark interest, and prepare for the subsequent writing task.
Step 2: Model Text Analysis (10 minutes)
Activities:
①Guide students to read the model text “Healthy Eating” and analyze the essay structure (Introduction - Body Paragraphs - Conclusion).
②Match subtitles with paragraphs to understand the main idea of each part.
③Analyze the writing style: point-supporting details
④Explain writing techniques: using linking words, data, quotations, comparisons, suggestion expressions, etc.
Design Intent:
Help students understand the basic structure of an argumentative essay and master persuasive writing techniques, laying the linguistic and structural foundation for the writing task.
Step 3: Writing Task Assignment and Guidance (5 minutes)
Activities:
①Present the writing task: Suppose you are Li Hua. Write a letter of advice to your friend Smith, who is experiencing health issues due to poor eating habits.
②Suggest the writing structure: Express concern → Offer suggestions → Express hope.
③Emphasize the use of linking words, data, suggestion patterns, etc.
Design Intent:
Clarify the writing task and requirements, guiding students to apply the learned knowledge purposefully.
Step 4: Writing and Peer Evaluation (15 minutes)
Activities:
①Students complete the writing task independently (10 minutes).
②Peer evaluation with deskmates using the checklist:
A.Is each point supported by details
B. Are appropriate linking words used
C. Has careful thought been given to the diet problem
D. Are vivid vocabulary words used
Design Intent:
Cultivate students’ independent writing and cooperative evaluation skills, improving the accuracy and logic of language output.
Step 5: Presentation and Feedback (5 minutes)
Activities:
①Ask a few students to present their writing.
②Teacher provides feedback, highlighting strengths and suggesting improvements.
③Present a model version for reference.
Design Intent:
Boost students’ confidence in writing and consolidate the learned writing techniques through presentation and feedback.
Step 6: Extension Discussion and Homework Assignment (5 minutes)
Activities:
①Group discussion: How to build a HEALTHY life (Discuss based on the letters H-E-A-L-T-H-Y)
②Differentiated homework assignment:
Level 1: Fill out the “My Daily Diet Record” sheet and practice making sentences.
Level 2: Design a “Family Healthy Eating Poster” and interview family members about their eating habits.
Level 3: Write a “Campus Healthy Eating Proposal” or compare dietary differences between China and the USA.
Design Intent:
Extend classroom learning to real-life situations, cultivate students’ health awareness and research skills, and reflect the concept of differentiated instruction.
V. Blackboard Design
Unit3 Food and Culture-Using language
Write about a healthy diet (Healthy Eating)
Writing Structure:
1. Introduction (Paragraph 1)
2. Body (Paragraphs 2-4): Point + Supporting Details
3. Conclusion (Paragraph 5)
Writing Techniques:
- Linking words (However, In addition...)
- Data & Quotations
- Advice Expressions (recommend that...)
- Comparisons
VI. Teaching Reflection
This lesson, through model text analysis, writing practice, peer evaluation, and presentation, progressively helped students master the writing methods for health diet articles. The differentiated homework design caters to the needs of students at different levels, reflecting personalized teaching. Follow-up lessons could incorporate surveys of students’ actual diets to enhance the practicality and interest of the classroom.
Class Period: 1 period (45 minutes)
Target Students: Senior High School Grade 2
I. Learning aims
Language competence: Learn to analyze the structure and language features of the model essay “Healthy Eating”;
Learning ability: Be able to compose a well-structured email offering advice on a healthy diet;
Cultural awareness: To cultivate positive eating habits and
advocate for healthy lifestyles;
Thinking ability: Can evaluate eating habits and express your ideas logically based on acquired knowledge.
II. Learning important and difficult points
Important points: Master the writing structure and language expressions for health diet articles; use linking words, data, quotations, etc., to enhance persuasiveness.
Difficult points: Transform acquired knowledge into practical writing skills to produce a well-structured and well-argued letter of advice.
III. Teaching Preparation
Multimedia courseware (PPT)
Student writing task sheet
Peer evaluation checklist
IV. Teaching Procedures
Step 1: Lead-in (5 minutes)
Activities:
Question-based lead-in
①What did you have for breakfast today
②Look at the following picture, which foods do you usually prefer And which ones are healthier
③What rules for healthy eating do you know
Design Intent:
Activate students’ prior knowledge about diet, spark interest, and prepare for the subsequent writing task.
Step 2: Model Text Analysis (10 minutes)
Activities:
①Guide students to read the model text “Healthy Eating” and analyze the essay structure (Introduction - Body Paragraphs - Conclusion).
②Match subtitles with paragraphs to understand the main idea of each part.
③Analyze the writing style: point-supporting details
④Explain writing techniques: using linking words, data, quotations, comparisons, suggestion expressions, etc.
Design Intent:
Help students understand the basic structure of an argumentative essay and master persuasive writing techniques, laying the linguistic and structural foundation for the writing task.
Step 3: Writing Task Assignment and Guidance (5 minutes)
Activities:
①Present the writing task: Suppose you are Li Hua. Write a letter of advice to your friend Smith, who is experiencing health issues due to poor eating habits.
②Suggest the writing structure: Express concern → Offer suggestions → Express hope.
③Emphasize the use of linking words, data, suggestion patterns, etc.
Design Intent:
Clarify the writing task and requirements, guiding students to apply the learned knowledge purposefully.
Step 4: Writing and Peer Evaluation (15 minutes)
Activities:
①Students complete the writing task independently (10 minutes).
②Peer evaluation with deskmates using the checklist:
A.Is each point supported by details
B. Are appropriate linking words used
C. Has careful thought been given to the diet problem
D. Are vivid vocabulary words used
Design Intent:
Cultivate students’ independent writing and cooperative evaluation skills, improving the accuracy and logic of language output.
Step 5: Presentation and Feedback (5 minutes)
Activities:
①Ask a few students to present their writing.
②Teacher provides feedback, highlighting strengths and suggesting improvements.
③Present a model version for reference.
Design Intent:
Boost students’ confidence in writing and consolidate the learned writing techniques through presentation and feedback.
Step 6: Extension Discussion and Homework Assignment (5 minutes)
Activities:
①Group discussion: How to build a HEALTHY life (Discuss based on the letters H-E-A-L-T-H-Y)
②Differentiated homework assignment:
Level 1: Fill out the “My Daily Diet Record” sheet and practice making sentences.
Level 2: Design a “Family Healthy Eating Poster” and interview family members about their eating habits.
Level 3: Write a “Campus Healthy Eating Proposal” or compare dietary differences between China and the USA.
Design Intent:
Extend classroom learning to real-life situations, cultivate students’ health awareness and research skills, and reflect the concept of differentiated instruction.
V. Blackboard Design
Unit3 Food and Culture-Using language
Write about a healthy diet (Healthy Eating)
Writing Structure:
1. Introduction (Paragraph 1)
2. Body (Paragraphs 2-4): Point + Supporting Details
3. Conclusion (Paragraph 5)
Writing Techniques:
- Linking words (However, In addition...)
- Data & Quotations
- Advice Expressions (recommend that...)
- Comparisons
VI. Teaching Reflection
This lesson, through model text analysis, writing practice, peer evaluation, and presentation, progressively helped students master the writing methods for health diet articles. The differentiated homework design caters to the needs of students at different levels, reflecting personalized teaching. Follow-up lessons could incorporate surveys of students’ actual diets to enhance the practicality and interest of the classroom.